Doing Authentic Inquiry to Improve Learning and Teaching

Konstantinos Alexakos Kenneth Tobin

ISBN 10: 9004424253 / ISBN 13: 9789004424258

Published by Brill Dez 2020, 2020

About this Item

Neuware - Doing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today's challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzynska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

Seller Inventory # 9789004424258

Bibliographic Details

• Title: Doing Authentic Inquiry to Improve Learning and Teaching
• Publisher: Brill Dez 2020
• Publication Date: 2020
• Language: English
• ISBN 10: 9004424253
• ISBN 13: 9789004424258
• Binding: Buch
• Condition: Neu
• Dimensions: 236W x 160H x 25D millimeters 236 millimeters width by 160 millimeters height by 25 millimeters depth
• Weight: 640 grams

About this title

Synopsis

Doing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges.

Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

About the Author

Kenneth Tobin is Presidential Professor Emeritus in Urban Education at the Graduate Center of CUNY. Tobin began a program of research on teaching in 1973 that continues to the present day. Current research interests include contemplative practices, wellness and wellbeing.

Konstantinos Alexakos is Professor at Brooklyn College and the Graduate Center, CUNY. Current research focuses on teaching and learning, emotions, wellness and critical social issues such as race, gender, and sexuality.